Field Experience

Transitioning From Student to Professional

Naijian Zhang, Richard D. Parsons

• Publisher: SAGE Publications, Inc
• Year: 2015
• ISBN:
  9781483383415
• Edition: 1
• Topic: Social Sciences
• Subtopic: Sociology
• Index: Social Sciences

A blueprint for doing clinical work in field experience, this practical book aids students in developing their professional identity on their journey toward becoming a counselor. Authors Naijian Zhang and Richard D. Parsons help students integrate the knowledge they learn across the curriculum by presenting a roadmap of how to start, navigate, and finish a practicum or internship. Throughout the book, coverage of CACREP standards, case illustrations, exercises, and real-life examples create an accessible overview of the entire transitioning process.

Field Experience is part of the SAGE Counseling and Professional Identity Series, which targets specific competencies identified by CACREP (Council for Accreditation of Counseling and Related Programs). To learn more about each text in the series, please visit www.sagepub.com/cpiseries.

1 Field Experience as Formative to Professional Identity

Learning is pleasurable but doing is the height of enjoyment.

Novalis

The quote from this 19th-century German poet may not completely ring true to those experiencing initial anxieties as they venture out of the confines of a classroom to begin the application of their knowledge in the world of the professional. Although there are anxieties tied to engaging in field work, there are also many opportunities for growth as a professional and for facilitating the unfolding of one's professional identity. Field experience—be it called practicum, internship, apprenticeship, or field study—is a pivotal and invaluable contributor to the transitioning from student to professional.

The transition from student to professional brings with it a desire to use the knowledge and skills acquired in the classroom in the service of one's professional role and function. The transition from student to professional is one in which the self-concerns of student are replaced by the heartfelt concerns for another. The transition from student to professional is one in which concerns over grades and external demands for performance are replaced by an internal desire for effectiveness. The transition from student to professional is accompanied by the increased awareness that being a professional helper is not only an awesome responsibility … but an awesome gift to be respected and valued.

The experience of serving in the role and function as a counselor within the field invites a student to experience not only the tasks of counseling but the values and philosophical assumptions that guide the performance of those tasks. Interacting within the role of counselor and engaging with other professionals within the field provides the student the opportunity to more fully integrate his or her self-concept and identity with that commonly shared by those laying claim to the label of counselor. The transition from student to professional and with it the development of one's professional identity as a counselor takes flight during one's field experience. It is this process of transitioning to develop a professional identity as a counselor that serves as the focus for this chapter.

Specifically, at the end of this chapter readers will be able to

• describe those characteristics of a field experience that makes it a unique learning environment;
• describe those factors that can reduce or enhance professional growth via field experience;
• explain what is meant by a counselor's “professional identity”; and
• describe the values, assumptions, and philosophical perspective that shape the unique professional identity of counselors.

Field Experience: A Unique Learning Experience

Field experience—be it called practicum, internship, or simply field experience—is an integral part of the curriculum of most, if not all, counselor education programs. It may appear in a catalog and be listed on registration materials similarly to all the other required courses. However, to assume that field experience is just another course, another group of credits to be acquired, similarly to all other courses within a program, would be a mistake.

What distinguishes field experience from other parts of the curriculum is not merely its content. Field experience is a unique learning experience, and it is this uniqueness that not only provides a special opportunity for professional development but also presents a number of challenges to one accustomed to the “safety” of a classroom.

Contrasted to most classroom experiences, field experience occurs, by definition, in a unique, nonclassroom learning environment; employs unique performance requirements targeting application rather than acquisition of knowledge and skills; and presents unique challenges to and opportunities for professional growth and development of one's professional identity.

Shift in Focus: From “Knowing” to “Doing”

Field experience plays an irreplaceable role in one's professional development. During field experiences, one is provided hands-on learning opportunities where the connection of theoretical and conceptual information acquired in the classroom is extended to the professional world of practice. During field experience, there is a shift in focus from knowing and understanding to doing and applying. It is no longer one's ability to describe, explain, or discuss a theoretical construct or research finding that is called for but rather the ability to translate these concepts and constructs into actions which ultimately will best serve the clients.

Shifting From Other- to Self-Taught

In most counselor education graduate programs, field experience follows upon the completion of a number of classroom courses focusing on fundamental knowledge and skills. In these classroom experiences, there was most likely a teacher whose role was to structure the learning experiences, direct or guide the sharing of information, and provide measures of achievement. This role was contrasted to that of student.

The student in this learning environment was given the charge to attend, to participate, to acquire designated knowledge and skills, and to perform successfully on the measures of achievement. This formula, of a teacher-designed and -directed learning experience, was, with minor variations, one students most likely had encountered previously throughout their years of education. This familiarity with the roles assigned made these learning encounters somewhat comfortable, even safe and predictable.

The field as a learning environment, however, challenges the familiar roles and structure of education. Upon entering one's field placement, it becomes quite obvious that this is quite a unique learning environment. Perhaps it's the absence of neatly arranged desks or instructor with a PowerPoint presentation, or perhaps it is the lack of a class scheduled in line with the tightly developed sequential curriculum, but the absence of that with which students are accustomed grabs their attention and announces that this is a unique learning environment.

Much of what is listed above is obvious—but these are only the superficial differences to be experienced within this learning environment. The more substantive differences between the field and classroom experiences rests in the unique demands placed on students as they attempt to maximize the learning opportunities presented in the field. It is a demand to step into the role of self-as-teacher and is marked by an increased call for independent, self-directed learning; a shift in focus from grades to outcomes; and a pursuit of, rather than a retreat from, evaluation and corrective feedback. Students who are able to embrace these new demands will be the ones who maximize their learning experiences in their field placement.

Increased Independence and Self-Direction

There is a comfort in knowing what is expected of us, when it is due, and the rubric employed for assessment. A good classroom teacher develops syllabi and lesson plans that provides this structure. While those entering their field experience may receive syllabi with objectives, tasks and timelines, these most often reflect the “classroom component” and not the objectives, tasks, and timelines encountered in the field.

From the first moments of their field experience, the reality is that to some degree what students do, or pursue, may be the result of self-direction rather than other direction. This is not to suggest that students in the field have carte blanche to do whatever they desire, but rather that the field is an environment that is fluid—presenting crises, demands, challenges, and opportunities that do not lend themselves neatly to a schedule or fixed plan. Students who will maximize the benefit of the field experience are those who initiate their own learning, who are not only open to but seek out opportunities to observe, participate, and do. Students who benefit most from the field experience will be the ones who embrace the increased independence and potential for student-directed learning rather than passively await moment-to-moment direction from their supervisor.

As noted, this is not to suggest that students in the field should go off and simply do their “own thing,” but rather that they may need to look for experiences that they feel will prove growth filled and invite the supervisor to consider sanctioning these experiences. Exercise 1.1 is provided to stimulate your reflections about those types of experiences you feel would be most beneficial to your professional development.

Exercise 1.1

Seeking Growth

Directions: There may be a temptation to engage in activities with which you feel you have basic competence and could demonstrate to a supervisor your capabilities to perform successfully. This is understandable, because no one really enjoys struggling or exhibiting inadequacy. But for growth to occur, you need to venture beyond your current level of success and experience things that stretch your capabilities. As you engage in your field experience, it would be helpful to reflect on your knowledge and skill and identify areas where growth is desired. Complete the following table and consider sharing it with your own site supervisor so that collaboratively you can develop a plan for growth and development.

Focus on Outcomes Versus Grades

Ours is still a grade-conscious culture, and even those stepping out of the classroom and into the field have legitimate interest in and concerns about their academic performance and grades. But as you move ...

Table of contents

• Cover
• Publisher Note
• Acknowledgements
• Half Title
• Copyright Page
• Title Page
• Detailed Contents
• Editors’ Preface: Introduction to the Series
• Authors’ Preface
• Acknowledgments
• Publisher Note
• 1 Field Experience as Formative to Professional Identity
• 2 Matching Self to Site
• 3 From the Ideal to the Real
• 4 The Ethics of Practice: More Than Knowing, Being
• 5 Reflecting on Practice
• 6 Growing Through Supervision
• 7 Multicultural Counseling in Practice
• 8 Crisis Prevention and Intervention: Suicide and Homicide
• 9 Reducing Risk
• 10 Documentation and Record Keeping
• 11 Termination and Closure
• 12 Self-Care and Self-Protection—Necessary for All Counselors
• 13 Transition From Practice to Career
• 14 Transitions: Self as Counselor
• Index
• About the Authors
• Publisher Note